Acquiring a Cognitive Skill With a New Repeating Version of the Tower of London Task.
A computerized version of the Tower of London task was used to investigate cognitive skill learning. Thirty-six healthy volunteers were assigned to either a random condition (nonrecurring problems), or to a sequence condition in which, unbeknownst to the subjects, a repeating sequence of three probl...
| Publicado en: | Canadian Journal of Experimental Psychology Vol. 58; no. 4; pp. 272 - 289 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Canadian Psychological Association
December 2004
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=510427607&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 510427607 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 11961961 CJX jtl: Canadian Journal of Experimental Psychology issn: 11961961 maglogo: N pubinfo: dt: December 2004 vid: 58 iid: 4 pid: 98 pub: Canadian Psychological Association artinfo: ui: 510427607 10.1037/h0087450 ppf: 272 ppct: 17 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.9MB tig: atl: Acquiring a Cognitive Skill With a New Repeating Version of the Tower of London Task. aug: au: Ouellet, Marie-Christine Beauchamp, Miriam H. Owen, Adrian M. su: Psychology Medical offices Concept learning Cognition sug: subj: Psychology Medical offices Concept learning Cognition ab: A computerized version of the Tower of London task was used to investigate cognitive skill learning. Thirty-six healthy volunteers were assigned to either a random condition (nonrecurring problems), or to a sequence condition in which, unbeknownst to the subjects, a repeating sequence of three problems was presented. Indices of execution, planning, and total time, as well as number of moves performed, were used to measure behavioural change. Subjects' performance improved in both conditions across blocks of practice. A distinct learning effect related to the repeating sequence was also observed. This suggests that a specific skill that reflects procedural learning of the strategies, rules, and procedures pertaining to repeating problems can develop over and above a more general skill at solving cognitive planning problems with practice. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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